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IBLC11-Abstract-Exploring the relative value of Clickers compared to alternative approaches to quizzes.

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Nannayi Dakat
13 May 2011

Author: Mrs Stella Williams


There are a number of published studies into the beneficial effects of classroom response systems, more commonly known as Clickers. Current literature provides evidence of the impact of Clickers on tackling conformity and shyness (Stowell, Oldham & Bennett, 2010), on understanding concepts covered in class (Lantz, 2010) and on exam performance (Shaffer & Collura, 2009). In addition, students report lectures utilising Clickers as more interactive, interesting and entertaining (Shaffer & Collura, 2009). Nevertheless, there appears to be a limited supply of information pertaining to the relative value of these systems in comparison to those methods (e.g., moodle quiz functions, paper based quizzes) previously employed to collect student responses which were also reported to have positive impacts in these areas (e.g. Yokomoto & Ware, 1997; Perera, Lokuge, Mudunkotuwa, Premarthne & Kularthna, 2009; Chen, Whittinghall & Kadlowec, 2010).

The aim of this research was to explore the relative benefits of introducing Clickers compared to pre existing quiz methods. This research consists of two stages. Firstly, the experiences of 40 student’s using Clickers during level 4 and level 5 seminars were explored via a qualitative questionnaire design, and comparisons between this tool and online moodle quizzes were invited. Drawing from student’s reports at stage one, a within groups design will explore levels of learning, in addition to changes in educational self esteem and self efficacy for topics using either Clickers or online moodle quizzes.

This poster will presenting the benefits identified by students in relation to using Clickers and will provide findings from objective measures of these perceived benefits for both Clickers and previously used moodle quiz functions. These findings will feed into research informing tutors of the benefits of competing facilities for enhancing the learning experience, as well as departments considering investing in these increasingly common apparatus.

Keywords: Individual response technology, Clickers, Moodle, effective instructing.

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ollie jones
9:46am 26 May 2011

Some issues I have encountered using these devices, students do indeed find them engaging, but is that because if the novelty value, do they tire of them after a few sessions? Does the anonymity provided by clickers allow students to engage more? I've found the useful for sparking debate and discussion in lectures , which is harder without them - good for asking open ended questions, which can serve as a starting point for dialogue, which quizzes on paper and in the vle are harder to achieve. Technology interface with uni IT not always robust ( I.e don't work half the time!) Ollie

Jackie Willis
5:28pm 16 June 2011

In the School of Life Sciences at the University of Hertfordshire we've used EVS for 4 years now at UG and PG level.  The students use the devices regularly in their classes (a 'must have' in the same way as pen, paper and calculator) so it's certainly no 'flah in the pan', but a powerful tool that allows them to engage, particularly in large classes.  We've not experienced any problems with the technology during this time and have used the clickers for summative 'drop quizzes' as well as anonymously and formatively.  Jackie

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